Online Instructional scaffolding and needs satisfaction in COVID-19 Pandemic: Evidence from University Students in Ghana

The COVID-19 pandemic has affected every aspect of education including lecturers and students’ engagements. Therefore, this study investigated the effect of online instructional scaffolding on needs satisfaction as experienced by regular undergraduate students in Ghana. Using the descriptive-quantitative research design, the study surveyed 738 students using an online learning platform (VClass). The students were asked to respond to the adapted online instructional scaffolding scale developed by Cho and Cho (2016) and the needs satisfaction scale developed by Johnston and Finney (2010). The data gathered with the adapted scales were analyzed quantitatively using frequencies and percentages and standard linear regression. The study revealed that the majority of the students experienced low levels of online instructional scaffolding (n=259; 35.1%) and needs satisfaction (n=254; 34.4%). Also, it was found that online instructional scaffolding significantly predicted the need satisfaction of students (?=.45, p=.000). It was concluded that the low levels of online instructional scaffolding and needs satisfaction experienced by students are probable precursors to low academic engagement and commitment. Therefore, there is the need to re-orient both lecturers and students to the benefits of online learning so that they could maximize its usage.